Staging Research

Preparing Students to be Successful Performers

Rose Dodgson & Jo-Anne LaFortyTDSB - Instructional Leaders Library and Learning Resources

Super Conference 2005

Research is like…

RESEARCH

How do you think and feel about research?

Marzano, Robert J. Classroom Instruction that Works, 2001

Connections to the Ontario K-12 Curriculum

Research – 913 expectations Question – 634 expectations Projects – 234 expectations Information – 1745 expectations

English Language Reading Grade 6-8

Reasoning and Critical Thinking

plan a research project and carry out

the research

SPECIFIC REASONS FOR RESEARCH

RESEARCH

LITERACY

READING

WRITING

PHYSICAL

SMALL MOTOR SKILLS

HAND EYE CO-

ORDINATIONTHINKING

ANALYZINGMAKING CONNECTIONS

SYNTHESISTECHNOLOGICAL/

COMPUTER

SEARCHING

COMMUNICATING

METACOGNITIVEHOW TO LEARN

SELF-REFLECTION AFFECTIVE

PERSERVERANCE

CONFIDENCE

WHY TEACH RESEARCH AS

A PROCESS? structure or map for students consistency and common language transferable to all subjects and grade framework for:

design of projectskillsassessing & evaluating

STAGE 1 : PREPARING FOR RESEARCH• Define• Explore• Identify• Relate

STAGE 2 : ACCESSING RESOURCES• Locate• Select• Gather• Collaborate

STAGE 3 : PROCESSING INFORMATION• Analyse/Evaluate• Test• Sort• Synthesize

STAGE 4 : TRANSFERRING LEARNING• Revise• Present• Reflect• Transfer

Relate

Explore

Identify

Define

Locate

Gather

Select

Collaborate

AnalyseEvaluate

Test

Sort

Synthesize

Revise

Present

Reflect

Transfer

The Research The Research ProcessProcess

Preparing our students for Success on the

journey

Well-designed Projectsperformance taskprocess highlighted throughout projectevaluation includedsamples and models

Constructing a Performance Task for a research project

SITUATION/PROBLEM/SCENARIO the problem/challenge is the context is. . .

ROLEYou are parent, psychology, citizen, policeYou have been asked to . . .

AUDIENCEYou need to convinceYour audience is . . .

Organizing Tools

OSLA portfolios

file folders

checklist

The Four Stages of the Inquiry and Research

Model

Prepare

Access

Process

Transfer

Ideas for teaching the 4 stages of Research

Consider:ESLSpecial EdYounger Students

Think/Pair/share

Importance of Reflection

throughout the processassess student progress and the work completeddevelop a plan to move forwardprovide feedback for teacher and t-l

Setting the Context for meaningful learning

background informationVideos and pictures books

emotional hook personal connection with stories

peak curiosity and motivation “I wonder” questions

STAGE 1: PREPARING FOR RESEARCH

Define

information needs using a variety of strategies

Explore information using a variety of group activities

Identify varied ways of organizing information

Relate prior knowledge to information

needs

Stage 1-Strategies

visuals/videobrainstorming & categorizingvocabulary (word wall)KWL chartreading a picture book, poem,

a newspaper article

KWL Chart K

What I know about the topic?

WWhat I want to know about this

topic? 

LWhat I have

learned about the topic.

        

         

Keywords    

Become a walking question mark!

“Clearly you must also learn what you need to know…..asking questions is probably the most valuable part of collecting information.”

Frank Feather 1996

Developing Research Questions

Strategies5 Ws and HFocus wordsBloom’s

TaxonomyBrainstorming

RationaleStimulate curiousityChallenge you to

think about what you discover

Guide and focus your research project

Student Research GuideStage 1- Developing Questions p. 11

STAGE 2: ACCESSING RESOURCES

Locate a variety of appropriate resources from a variety of sources

Select information appropriate to needs using a variety of strategies

Gather information from resources using internal organizers and conventions of text

Collaborate with others to share findings and ideas

PURPOSE

RESEARCH

ENTERTAINMNET

WISDOM

PERSUASION

CONSUMING

PROPAGANDA

ENLIGHTENMENT

CATHARTISM

CREDITS

KNOWLEDGE

PLEASURE ENJOYMENT

MEDIA

PRINT

AUDIO-VISUAL

AUDIO ELECTRONIC

WEBSITES

DATABASES

MUSIC

RADIO

BOOKS

NEWSPAPER

FILMS

DOCUMENTARIES

JOURNALS

CD-Roms

REFERENCE

CONTEXTS

BLIMPS

CHURCH

TRAINS

SHOWS

BUS

SCHOOL

LIBRARIES

ARENAS

VideoDon’t Get Caught in the Web: Research Strategies for Using Library Resources

Stage 2 - Strategies

print and electronichuman community consider

learning stylesmultiple intelligencefirst languageability

Considerations Variety of Formats Match information sources to

needs: best, most suitable Reading Level Overall Appeal Layout and text Text size Visuals

Most Appropriate Information

Considerations: Canadian OR American OR doesn’t

matter Primary OR Secondary Sources Books OR Electronic Databases OR Internet Reference (encyclopedia) OR

journal/newspaperYou as a teacher can set perimeters

and limit resources for students.

Critical Thinking Skills

Reading: previewing page features analyzing features of text skimming, scanning

Finding the “right source(s)” Searching effectively Evaluating sources

Critical Reading SkillsSkimming/Scanning

Think LiteracyStudent Research Guide

Features of TextThink Literacy - MinistryStudent Research Guide - TDSCBuilding your own Information

Literate School- Koechlin, Zwann

Student Research Guide

Stage 2- Skimming

The Canadian Encyclopedia

www.thecanadianencyclopedia.com

Online Periodical Databases Online Magazines and Newspapers

Access - School Library Webpage

Internet Preparing to Search Searching Effectively Evaluating Web Sources Key Sites

SEARCH TIP # 1

Be specific with your search termsAdding more terms allows for specific searching and more accurate results

ExampleKyoto global warmingOlympics Beijing preparation

TIP # 2Try a variety of related terms and

concepts to find different articlesExamplehomeless “ street people” povertyhabitat biomes wetlands

Think of synonyms for termsExampleteenagers adolescents youth juvenile

TIP # 3

use “quotations” around terms you want together as a phrase

Example“acid rain” “Bank of Montreal”

TIP # 4

use the the Boolean operator and to combine keywords for specific results

Example: family and violence will locate articles with both terms in

them.family

violence

“Students must be taught the skill of evaluating sources … Books have editors

and publishers who select authors by their credibility and authenticity. Facts

are meticulously checked before publication. However, on the Internet

you are not always sure who the author is, and you rarely know their credentials.”

Doggett, Sandra, 2002

Evaluating Web Resources

Evaluating Resources

needusefulnessbiasaccuracyrelevancecontent point of viewvalidate source

Kathy Schrock’s ABC’s of Web Site Evaluation http://kathyschrock.net/abceval/

Media Awareness: The 5 W's of Cyberspacehttp://www.media-awareness.ca/english/resources/educational/handouts/internet/5ws_cyberspace.cfm

Student Research Guide

Stage 2- Checklist for Evaluating a Website

Key Sites

School Library Website Develop a focused specialized

list Curriculum Teaching and Learning Subject Specific

School Library Web Pagehttp://www.tdsb.on.ca/libraries/links.asp?schoolNo=1442

About Canada

”www.histori.ca

Historica www.histori.ca

CBC Archives <archives.cbc.ca>

Student Research Guides

Thames Valley DSBThames Valley DSBTDSB

Success for all Learners RESEARCH

complex process -- model the process time to prepare the students provide sample final products

RESOURCES select appropriate resources that

address learning styles physical and intellectually accessible

teach “search logic” determine right information source for right need searching strategies

Staging Research

Preparing Students to be Successful Performers

Rose Dodgson & Jo-Anne LaFortyTDSB - Instructional Leaders Library and Learning Resources

Super Conference 2005